DOCSLIB.ORG

Understanding Climate Change & the Role of Nature in Creating Resilience

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Understanding Climate Change & the Role of Nature in Creating Resilience UNDERSTANDING CLIMATE CHANGE & THE ROLE OF NATURE IN CREATING RESILIENCE Subject Area: Science – Biology, AP Environmental Science Grade Levels: 9-12 Essential Questions: • What is climate change? • What is responsible for climate change? • How will climate change impact our world? • What is climate resilience? • How can we become more resilient in the face of climate change? • What is the role of nature in increasing climate resilience? Conservancy staff, partners, and volunteers work to build • What can citizens do to make an the foundation for a living oyster reef shoreline in Alabama as part of a coastal resilience project. impact where climate change is concerned? Purpose and Overview: This lesson is divided in to six parts. In Part 1 of the lesson students use local data to explore the difference between climate and weather and to derive definitions of the two. In Part 2 of the lesson, students explore common questions about climate change using the EPA’s website as a starting point for researching the questions. Students create a climate change answers wall or story map with their research. In Part 3 of the lesson, students learn why scientists are calling our present time “The Anthropocene” in a short video. They then explore real data and online, interactives from NASA and NOAA to construct a picture of how humans are changing the Earth while learning about concepts like the Keeling Curve. In Part 4 students examine how their state will be impacted by climate change by examining various online resources including the States at Risk report card. They will see how their state stacks up against other states in terms of preparedness and can examine in more detail the areas where the state is ill-prepared. They will find climate resilience stories for areas with similar threats and then share the inspirational stories they have found. 1 | Climate Change and Resilience Lesson Plan In Part 5 students will explore sea level rise under different carbon emission scenarios and look at the impacts in global, coastal cities. They will also learn about a coastal resilience strategy in Florida that uses nature-based solutions to protect cities from storm surge and sea level rise. Finally, in Part 6 students will explore resources for becoming informed citizens and citizen activists. They will determine their own carbon footprint and describe their strategies for reducing it. Time: • Part 1 – One 45-minute class period • Part 2 – Two to four 45-minute class periods depending on level of presentation • Part 3 – Two to four 45-minute class periods • Part 4 – One 45-minute class period • Part 5 – Two 45-minute classes for parts A and B • Part 6 – One 45-minute class period Materials: Part 1 • Internet, computer for teacher and students • Projector • MS Excel or other spreadsheet and graphing software • Copies of the student handout “Weather vs Climate” Access to the following websites: o http://www.wunderground.com/history/ o http://www.ncdc.noaa.gov/cdo-web/datatools/normals Part 2 • Internet, computer for teacher and students • Projector • Access to the following websites: o http://www3.epa.gov/climatechange/basics/facts.html o Optional - http://storymaps.arcgis.com/en/# o Optional – Copies of storyboard handout Part 3 • Internet, computer for teacher and students • Projector • Copies of student handout “Humans and the Earth” • Access to the following websites: o http://www.smithsonianmag.com/science-nature/video-what-anthropocene-and-why- does-it-matter-180957493/?no-ist o http://climate.nasa.gov/causes/ o http://climate.nasa.gov/interactives/climate-time-machine o http://www.esrl.noaa.gov/gmd/ccgg/trends/graph.html o http://climate.nasa.gov/ o http://climate.nasa.gov/effects/ o http://storymaps.esri.com/stories/2015/atlas-for-a-changing-planet/ Part 4 2 | Climate Change and Resilience Lesson Plan • Internet, computer, projector for teacher • Access to the following websites: o http://www.climatecentral.org/states-of-change#/nation o http://statesatrisk.org/ o https://toolkit.climate.gov/taking-action Part 5 • Internet, computer, projector for teacher • Nature Works Everywhere Coastal Resilience video https://vimeo.com/154663129 • Access to the following websites: o http://ss2.climatecentral.org/#13/38.8819/-77.0286?show=satellite&projections=0- RCP85-SLR&level=1&unit=feet&pois=hide o http://choices.climatecentral.org/#12/38.8905/-77.0322?compare=scenarios&carbon- end-yr=2100&scenario-a=unchecked&scenario-b=extreme-cuts o http://www.nytimes.com/2014/09/24/upshot/flooding-risk-from-climate-change- country-by- country.html?hp&action=click&pgtype=Homepage&version=HpSum&module=second- column-region&region=top-news&WT.nav=top-news&abt=0002&abg=1 o http://www.carbonmap.org/ o https://toolkit.climate.gov/image/478 Part 6 • Internet, computer, projector for teacher • Computer and internet for students is optional • New York City’s Greenhouse Gas Emissions as One-Ton Sphere of Carbon Dioxide Gas by Carbon Visuals https://www.youtube.com/watch?v=DtqSIplGXOA • Carbon Footprint Calculator o http://www3.epa.gov/carbon-footprint-calculator/ o http://www.greenprogress.com/carbon_footprint_calculator.php • TED Talk Let’s prepare for our new climate by Vicki Arroyo https://www.ted.com/talks/vicki_arroyo_let_s_prepare_for_our_new_climate?language=en • Center on Congress - Informed Citizen video http://centeroncongress.org/becoming-informed-citizen. Themes: Oyster reefs, mangroves, and salt Reducing our greenhouse marshes provide natural protection emissions will help improve our from coastal storm surge and reduce air quality and slow the rate of flooding. climate change. 3 | Climate Change and Resilience Lesson Plan Objectives: The student will… 1. Explore common climate change questions and discover their answers. 2. Create presentations using real data and other artifacts to disseminate information about common climate change questions. 3. Describe the difference between climate and weather using real data. 4. Explore resources on climate and describe how ecosystem services will be impacted by climate change. 5. Define the terms “Anthropocene” and “anthropogenic” and describe how they relate to climate change. 6. Explore NASA and NOAA data to determine how humans are shaping the Earth and impacting climate. 7. Identify the trends in their home state’s climate. 8. Research their home state’s climate preparedness and reflect. 9. Explore the concepts of sustainability, climate resilience, and nature-based solutions to climate change. 10. Identify ways to get involved either through personal change and/or community action. Next Generation Science Standards Disciplinary Core Ideas: • ESS2.D: Weather and Climate • ESS3.C: Human Impacts on Earth Systems • ESS3.D: Global Climate Change • LS2.C: Ecosystem Dynamics, Functioning, and Resilience • LS4.D: Biodiversity and Humans • ETS1.B: Developing Possible Solutions Crosscutting Concepts: • Cause and Effect • Stability and Change Science and Engineering Practices: • Analyzing and interpreting data • Constructing explanations and designing solutions • Engaging in argument from evidence • Developing and using models Performance Expectations: High School • HS-ESS3-1: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. • HS-ESS2-4: Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. • HS-ESS3-5: Analyze geoscience data and the results from global climate models to make an evidence- based forecast of global or regional climate change and associated future impacts to Earth systems. • HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. 4 | Climate Change and Resilience Lesson Plan Common Core Standards Grades 9-10 • CCSS.ELA-LITERACY.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. • CCSS.ELA-LITERACY.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. • CCSS.ELA-LITERACY.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. • CCSS.ELA-LITERACY.RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem. • CCSS.ELA-LITERACY.RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. Grades 11-12 • CCSS.ELA-LITERACY.RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. • CCSS.ELA-LITERACY.RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. • CCSS.ELA-LITERACY.RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g.,
Load more

Recommended publications
  • Default Emissions from Biofuels
    Definition of input data to assess GHG default emissions from biofuels in EU legislation Version 1c - July 2017 Edwards, R. Padella, M. Giuntoli, J. Koeble, R. O’Connell, A. Bulgheroni, C. Marelli, L. 2017 EUR 28349 EN This publication is a Science for Policy report by the Joint Research Centre (JRC), the European Commission’s science and knowledge service. It aims to provide evidence-based scientific support to the European policymaking process. The scientific output expressed does not imply a policy position of the European Commission. Neither the European Commission nor any person acting on behalf of the Commission is responsible for the use that might be made of this publication. JRC Science Hub https://ec.europa.eu/jrc JRC104483 EUR 28349 EN PDF ISBN 978-92-79-64617-1 ISSN 1831-9424 doi:10.2790/658143 Print ISBN 978-92-79-64616-4 ISSN 1018-5593 doi:10.2790/22354 Luxembourg: Publications Office of the European Union, 2017 © European Union, 2017 The reuse of the document is authorised, provided the source is acknowledged and the original meaning or message of the texts are not distorted. The European Commission shall not be held liable for any consequences stemming from the reuse. How to cite this report: Edwards, R., Padella, M., Giuntoli, J., Koeble, R., O’Connell, A., Bulgheroni, C., Marelli, L., Definition of input data to assess GHG default emissions from biofuels in EU legislation, Version 1c – July 2017 , EUR28349 EN, doi: 10.2790/658143 All images © European Union 2017 Title Definition of input data to assess GHG default emissions from biofuels in EU legislation, Version 1c – July 2017 Abstract The Renewable Energy Directive (RED) (2009/28/EC) and the Fuel Quality Directive (FQD) (2009/30/EC), amended in 2015 by Directive (EU) 2015/1513 (so called ‘ILUC Directive’), fix a minimum requirement for greenhouse gas (GHG) savings for biofuels and bioliquids for the period until 2020, and set the rules for calculating the greenhouse impact of biofuels, bioliquids and their fossil fuels comparators.
    [Show full text]
  • Climate Change: How Do We Know We're Not Wrong? Naomi Oreskes
    Changing Planet: Past, Present, Future Lecture 4 – Climate Change: How Do We Know We’re Not Wrong? Naomi Oreskes, PhD 1. Start of Lecture Four (0:16) [ANNOUNCER:] From the Howard Hughes Medical Institute...The 2012 Holiday Lectures on Science. This year's lectures: "Changing Planet: Past, Present, Future," will be given by Dr. Andrew Knoll, Professor of Organismic and Evolutionary Biology at Harvard University; Dr. Naomi Oreskes, Professor of History and Science Studies at the University of California, San Diego; and Dr. Daniel Schrag, Professor of Earth and Planetary Sciences at Harvard University. The fourth lecture is titled: Climate Change: How Do We Know We're Not Wrong? And now, a brief video to introduce our lecturer Dr. Naomi Oreskes. 2. Profile of Dr. Naomi Oreskes (1:14) [DR. ORESKES:] One thing that's really important for all people to understand is that the whole notion of certainty is mistaken, and it's something that climate skeptics and deniers and the opponents of evolution really exploit. Many of us think that scientific knowledge is certain, so therefore if someone comes along and points out the uncertainties in a certain scientific body of knowledge, we think that undermines the science, we think that means that there's a problem in the science, and so part of my message is to say that that view of science is incorrect, that the reality of science is that it's always uncertain because if we're actually doing research, it means that we're asking questions, and if we're asking questions, then by definition we're asking questions about things we don't already know about, so uncertainty is part of the lifeblood of science, it's something we need to embrace and realize it's a good thing, not a bad thing.
    [Show full text]
  • CO2, Hothouse and Snowball Earth
    CO2, Hothouse and Snowball Earth Gareth E. Roberts Department of Mathematics and Computer Science College of the Holy Cross Worcester, MA, USA Mathematical Models MATH 303 Fall 2018 November 12 and 14, 2018 Roberts (Holy Cross) CO2, Hothouse and Snowball Earth Mathematical Models 1 / 42 Lecture Outline The Greenhouse Effect The Keeling Curve and the Earth’s climate history Consequences of Global Warming The long- and short-term carbon cycles and silicate weathering The Snowball Earth hypothesis Roberts (Holy Cross) CO2, Hothouse and Snowball Earth Mathematical Models 2 / 42 Chapter 1 Historical Overview of Climate Change Science Frequently Asked Question 1.3 What is the Greenhouse Effect? The Sun powers Earth’s climate, radiating energy at very short Earth’s natural greenhouse effect makes life as we know it pos- wavelengths, predominately in the visible or near-visible (e.g., ul- sible. However, human activities, primarily the burning of fossil traviolet) part of the spectrum. Roughly one-third of the solar fuels and clearing of forests, have greatly intensifi ed the natural energy that reaches the top of Earth’s atmosphere is refl ected di- greenhouse effect, causing global warming. rectly back to space. The remaining two-thirds is absorbed by the The two most abundant gases in the atmosphere, nitrogen surface and, to a lesser extent, by the atmosphere. To balance the (comprising 78% of the dry atmosphere) and oxygen (comprising absorbed incoming energy, the Earth must, on average, radiate the 21%), exert almost no greenhouse effect. Instead, the greenhouse same amount of energy back to space. Because the Earth is much effect comes from molecules that are more complex and much less colder than the Sun, it radiates at much longer wavelengths, pri- common.
    [Show full text]
  • Keeling Curve: Result, Interpretation & Global Monitoring
    International Journal for Empirical Education and Research Keeling Curve: Result, Interpretation & Global Monitoring Augustyn Ostrowski Faculty of Geography & Geology Jagiellonian University Email: [email protected] (Author of Correspondence) Poland Abstract The Keeling Curve is a graph of the accumulation of carbon dioxide in the Earth's atmosphere based on continuous measurements taken at the Mauna Loa Observatory on the island of Hawaii from 1958 to the present day. The curve is named for the scientist Charles David Keeling, who started the monitoring program and supervised it until his death in 2005. Keywords: Mauna Loa Measurements; Results and Interpretation; Global Monitoring; Ralph Keeling. ISSN Online: 2616-4833 ISSN Print: 2616-4817 35 1. Introduction Keeling's measurements showed the first significant evidence of rapidly increasing carbon dioxide levels in the atmosphere. According to Dr Naomi Oreskes, Professor of History of Science at Harvard University, the Keeling curve is one of the most important scientific works of the 20th century. Many scientists credit the Keeling curve with first bringing the world's attention to the current increase of carbon dioxide in the atmosphere. Prior to the 1950s, measurements of atmospheric carbon dioxide concentrations had been taken on an ad hoc basis at a variety of locations. In 1938, engineer and amateur meteorologist Guy Stewart Callendar compared datasets of atmospheric carbon dioxide from Kew in 1898-1901, which averaged 274 parts per million by volume (ppm), and from the eastern United States in 1936-1938, which averaged 310 ppmv, and concluded that carbon dioxide concentrations were rising due to anthropogenic emissions. However, Callendar's findings were not widely accepted by the scientific community due to the patchy nature of the measurements.
    [Show full text]
  • How I Stave Off Despair As a Climate Scientist So Much Warming, So Many Dire Effects, So Little Action — Dave Reay Reveals YVONNE COOPER/UNIV
    WORLD VIEW A personal take on events How I stave off despair as a climate scientist So much warming, so many dire effects, so little action — Dave Reay reveals YVONNE COOPER/UNIV. EDINBURGH COOPER/UNIV. YVONNE how dreams of soggy soil and seaweed keep him going. here’s a curve that is quietly plotting our performance as a behind my eyelids, that’s what helps me sleep. species. This curve is not a commodity price or a technology That, and a personal plot to pull a lifetime’s worth of carbon out of index. It has no agenda or steering committee. It is the Keeling the atmosphere. Tcurve. It is painfully consistent in its trajectory and brutally honest in The dream with which I’ve bored my family to distraction for the its graphical indictment of our society as one that stands ready to stand past 20 years is going truly ‘net zero’: paring down emissions to the by as islands submerge, cities burn and coasts flood. bare minimum, and then managing a chunk of land to try to sequester Established by Charles David Keeling in 1958, the curve records the remainder. how much carbon dioxide is in our atmosphere — fewer than 330 parts Last month, that dream came true. Years of saving, a large dollop per million then, more than 400 today. Each month for the past decade, of luck and an even larger loan made me and my wife the nervous my geeky addiction has been to scan the latest data. To search for some owners of 28 hectares of rough grassland and wild rocky shores in hint that ‘Stabilization Day’ will come: when global emissions and the west of Scotland.
    [Show full text]
  • IFC Carbon Neutrality Committment Factsheet
    Carbon Neutral Commitment for IFC’s Own Operations IFC, along with the World Bank, are committed to making our internal business operations carbon neutral by: IFC’s Carbon Neutrality 1. Calculating greenhouse gas (GHG) emissions from our operations Commitment is an integral 2. Reducing carbon emissions through both familiar and innovative conservation measures part of IFC's corporate 3. Purchasing carbon offsets to balance our remaining internal carbon footprint after our reduction efforts response to climate change. IFC’s carbon neutrality commitment encourages continual improvement towards more efficient business operations that help mitigate climate change. It is also consistent with IFC’s strategy of guiding our investment work to address climate change and ensure environmental and social sustainability of projects that IFC finances. This factsheet focuses on the carbon footprint of our internal operations rather than the footprint of IFC’s portfolio. IFC uses the ‘operational control approach’ for setting its CALCULATING OUR GHG EMISSIONS organizational boundaries for its GHG inventory. Emissions are included from all locations for which IFC has direct control over IFC has calculated the annual GHG emissions for its internal business operations, and where it can influence decisions that impact GHG operations for headquarters in Washington, D.C. since 2006, and for emissions. IFC’s global operations since 2008 including global business travel. IFC’s annual GHG inventory includes the following sources of The methodology IFC formally used is based on the Greenhouse Gas GHG emissions from IFC’s leased and owned facilities and air Protocol Initiative (GHG Protocol), an internationally recognized GHG travel: accounting and reporting standard.
    [Show full text]
  • Carbon Emission Reduction—Carbon Tax, Carbon Trading, and Carbon Offset
    energies Editorial Carbon Emission Reduction—Carbon Tax, Carbon Trading, and Carbon Offset Wen-Hsien Tsai Department of Business Administration, National Central University, Jhongli, Taoyuan 32001, Taiwan; [email protected]; Tel.: +886-3-426-7247 Received: 29 October 2020; Accepted: 19 November 2020; Published: 23 November 2020 1. Introduction The Paris Agreement was signed by 195 nations in December 2015 to strengthen the global response to the threat of climate change following the 1992 United Nations Framework Convention on Climate Change (UNFCC) and the 1997 Kyoto Protocol. In Article 2 of the Paris Agreement, the increase in the global average temperature is anticipated to be held to well below 2 ◦C above pre-industrial levels, and efforts are being employed to limit the temperature increase to 1.5 ◦C. The United States Environmental Protection Agency (EPA) provides information on emissions of the main greenhouse gases. It shows that about 81% of the totally emitted greenhouse gases were carbon dioxide (CO2), 10% methane, and 7% nitrous oxide in 2018. Therefore, carbon dioxide (CO2) emissions (or carbon emissions) are the most important cause of global warming. The United Nations has made efforts to reduce greenhouse gas emissions or mitigate their effect. In Article 6 of the Paris Agreement, three cooperative approaches that countries can take in attaining the goal of their carbon emission reduction are described, including direct bilateral cooperation, new sustainable development mechanisms, and non-market-based approaches. The World Bank stated that there are some incentives that have been created to encourage carbon emission reduction, such as the removal of fossil fuels subsidies, the introduction of carbon pricing, the increase of energy efficiency standards, and the implementation of auctions for the lowest-cost renewable energy.
    [Show full text]
  • The Carbon Footprint of Global Trade Tackling Emissions from International Freight Transport
    The Carbon Footprint of Global Trade Tackling Emissions from International Freight Transport 1 International Transport Forum: Global dialogue for better transport Growing concern Projected increase of CO2 emissions from trade-related international freight CO2 emissions om eight = 30% 7% of all transport-related of global CO2 emissions from fuel CO2 emissions combustion The issue CO2 emissions from global freight transport are set to increase fourfold Growth in international trade has been more empty runs and increased demand for rapid, characterised by globalisation and the associated energy-intensive transport such as air freight. As geographical fragmentation of international freight transport — whether by air, land or sea — production processes. Supply chains have become relies heavily on fossil fuel for propulsion and is longer and more complex, as logistics networks link still a long way from being able to switch to cleaner more and more economic centres across oceans energy sources, it is one of the hardest sectors to and continents. Changing consumer preferences decarbonise. and new manufacturing requirements also affect international trade and thus shape freight patterns. The long-term impact of global trade on carbon This has led to more frequent and smaller freight dioxide (CO2) emissions has been largely ignored. shipments and, as a result, to less full containers, International trade contributes to global CO2 2 8132 Mt CO2 emissions 2108 Mt om eight = 30% 7% of all transport-related of global CO2 emissions from fuel CO2 emissions combustion Freight Freight 2010 2050 The issue CO2 emissions from global freight transport are set to increase fourfold emissions mainly through freight transport.
    [Show full text]
  • A Rational Discussion of Climate Change: the Science, the Evidence, the Response
    A RATIONAL DISCUSSION OF CLIMATE CHANGE: THE SCIENCE, THE EVIDENCE, THE RESPONSE HEARING BEFORE THE SUBCOMMITTEE ON ENERGY AND ENVIRONMENT COMMITTEE ON SCIENCE AND TECHNOLOGY HOUSE OF REPRESENTATIVES ONE HUNDRED ELEVENTH CONGRESS SECOND SESSION NOVEMBER 17, 2010 Serial No. 111–114 Printed for the use of the Committee on Science and Technology ( Available via the World Wide Web: http://www.science.house.gov U.S. GOVERNMENT PRINTING OFFICE 62–618PDF WASHINGTON : 2010 For sale by the Superintendent of Documents, U.S. Government Printing Office Internet: bookstore.gpo.gov Phone: toll free (866) 512–1800; DC area (202) 512–1800 Fax: (202) 512–2104 Mail: Stop IDCC, Washington, DC 20402–0001 COMMITTEE ON SCIENCE AND TECHNOLOGY HON. BART GORDON, Tennessee, Chair JERRY F. COSTELLO, Illinois RALPH M. HALL, Texas EDDIE BERNICE JOHNSON, Texas F. JAMES SENSENBRENNER JR., LYNN C. WOOLSEY, California Wisconsin DAVID WU, Oregon LAMAR S. SMITH, Texas BRIAN BAIRD, Washington DANA ROHRABACHER, California BRAD MILLER, North Carolina ROSCOE G. BARTLETT, Maryland DANIEL LIPINSKI, Illinois VERNON J. EHLERS, Michigan GABRIELLE GIFFORDS, Arizona FRANK D. LUCAS, Oklahoma DONNA F. EDWARDS, Maryland JUDY BIGGERT, Illinois MARCIA L. FUDGE, Ohio W. TODD AKIN, Missouri BEN R. LUJA´ N, New Mexico RANDY NEUGEBAUER, Texas PAUL D. TONKO, New York BOB INGLIS, South Carolina STEVEN R. ROTHMAN, New Jersey MICHAEL T. MCCAUL, Texas JIM MATHESON, Utah MARIO DIAZ-BALART, Florida LINCOLN DAVIS, Tennessee BRIAN P. BILBRAY, California BEN CHANDLER, Kentucky ADRIAN SMITH, Nebraska RUSS CARNAHAN, Missouri PAUL C. BROUN, Georgia BARON P. HILL, Indiana PETE OLSON, Texas HARRY E. MITCHELL, Arizona CHARLES A. WILSON, Ohio KATHLEEN DAHLKEMPER, Pennsylvania ALAN GRAYSON, Florida SUZANNE M.
    [Show full text]
  • The Carbon Footprint of Domestic Water Use in the Huron River Watershed
    The Carbon Footprint of Domestic Water Use in the Huron River Watershed Introduction A significant amount of energy enables our daily use of water. Whenever water is moved uphill, treated, heated, cooled, or pressurized, energy is needed. Most energy production emits carbon dioxide (CO2), which contributes to global warming. Therefore, water use is another, often overlooked, contributor to our individual and collective carbon footprint. Better decisions related to water treatment and use can help reduce the amount of energy used throughout the water use cycle. By focusing on water conservation, efficiency, and reuse, we can minimize energy use, reduce the associated carbon footprint, and protect our freshwater resources. The Huron River Watershed As more people move to cities, the demand on municipal water supplies will grow. In some cities the cost of energy The watershed of the Huron River encompasses over to pump, treat, and deliver water to consumers already 900 square miles of Southeast Michigan. The river itself is around 60% of a city’s energy bill.v Fifty percent of the flows more than 125 miles from its source near Big Lake in total energy consumed by the City of Ann Arbor goes to Springfield Township, to its outlet at Pointe Mouillee in Lake drinking water and wastewater treatment. Both the costs Erie. The watershed contains all or parts of seven counties: Oakland, Livingston, Ingham, Jackson, Washtenaw, Wayne, and and energy required to provide clean and reliable water Monroe, and is home to more than a half million residents. will continue to increase as demand grows. Also, higher The communities of the watershed have access to an abun- regulatory standards are expected for both drinking water dance of freshwater.
    [Show full text]
  • C H a P T E R Iv
    CHAPTER IV Moving forward: youth taking action and making a difference The combined acumen and involvement of all individuals, from regular citizens to scientific experts, will be needed as the world moves forward in implementing climate change miti- gation and adaptation measures and promot- ing sustainable development. Young people must be prepared to play a key role within this context, as they are the ones who will live to R IV experience the long-term impact of today’s crucial decisions. TE The present chapter focuses on the partici- pation of young people in addressing climate change. It begins with a review of the various mechanisms for youth involvement in environ- HAP mental advocacy within the United Nations C system. A framework comprising progressive levels of participation is then presented, and concrete examples are provided of youth in- volvement in climate change efforts around the globe at each of these levels. The role of youth organizations and obstacles to partici- pation are also examined. PROMOTING YOUTH ture. In addition to their intellectual contribution and their ability to mobilize support, they bring parTICipaTION WITHIN unique perspectives that need to be taken into account” (United Nations, 1995, para. 104). THE UNITED NATIONS The United Nations has long recognized the Box IV.1 importance of youth participation in decision- making and global policy development. Envi- The World Programme of ronmental issues have been assigned priority in Action for Youth on the recent decades, and a number of mechanisms importance of participation have been established within the system that The World Programme of Action for enables youth representatives to contribute to Youth recognizes that the active en- climate change deliberations.
    [Show full text]
  • Climate Change: a Real Threat to Our Future
    Appendix 1 Climate Change: a real threat to our future MEDWAY YOUTH COUNCIL ANNUAL YOUTH CONFERENCE REPORT 2019 TEL: 01634 338748 WEB: medwayyouthcouncil.co.uk MAY 22 TWITTER: @MYC_Medway FACEBOOK: Medway Youth Council COMPANY NAME INSTAGRAM: Authored by: Your Name medway_youth_council YOU MAY NOT HAVE THE VOTE, BUT YOU DO HAVE A VOICE Appendix 1 This report aims to outline the findings and recommendations of Medway Youth Council’s Annual Conference 2019 ‘Climate Change: A Real Threat to Our Future’ Opening from Anna McGovern Medway Youth Council Chair. Climate change is one of the most pressing issues we face as a global populace, with this particularly being more profound to young people being the future generation of adults in society. This was what ignited the inspiration behind our Annual Conference for 2019. Young people from across Medway, representing their schools, were invited to attend our Annual Conference, which ran from 9:00 to 15:00 at MidKent College, Gillingham. The day was segmented into three workshops, each tackling an issue within climate change on a local and national scale, followed by a Q&A panel delivered by climate change professionals in the afternoon. The aim of the Conference was to educate young people on the key topics within climate change, and to show them how even small changes in their everyday lifestyle could make a massive difference towards this cause. Following the Conference, myself and our Workshop Leads have developed this Conference report which is to highlight the key findings of our Conference, to publicise young people’s views towards climate change, and to set out our action points based on the findings on our Conference for us to deliver upon.
    [Show full text]